Educational Research
EDFD 6003
Course Syllabus
Spring 2001
Tim L. Carter Ph.D.

 

Office: 209 Crabaugh   Phone: 968-0421   e-mail: tim.carter@mail.atu.edu

Office hours: M 8-10 a.m., 2:30-4:00 p.m.; T 8:30-9:00 a.m.; W 8:45-10:00 a.m., 1-2 p.m., 3:45-5:00 p.m.; R 8-9 a.m., F 8:30-10:00 a.m.

 

Catalog Description:

An introduction to educational research procedures, including formulation of research problems, research designs, data collection, and analysis of data.

 

Required Text:

Gay, L. R. (1996).  Educational research: Competencies for analysis and application (6th ed.).  Upper Saddle River, NJ: Prentice-Hall.

American Psychological Association (1994).  Publication manual of the American Psychological Association (4th ed.).  Washington D.C.: American Psychological Association.

 

Bibliography:

Keppel, G. (1991).  Design and analysis (3rd ed.).  Upper Saddle River, NJ: Prentice Hall.

Patton, M.Q. (1994).  Qualitative evaluation and research methods.  Newbury Park, CA: Sage.

Payne, D. A. (1994).  Designing educational project and program evaluations. Boston, MA: Kluwer.

Popham, W. J. (1999).  Classroom assessment: What teachers need to know (2nd ed.).  Boston, MA: Allyn and Bacon.

Various journal readings for examination/activity purposes.

 

 

Required Supplemental Reading:

See Course Date Outline.  Copies of articles may be made from the Library Reserve for EDFD 6003 in Pendergraft.

 

Rationale for Course: 

The course is designed to equip the student with skills needed to understand and evaluate research in the behavioral sciences.  It will also equip the student with basic skills needed to carry out limited research with a special emphasis upon action research.  The course includes an overview of different inquiry approaches, research methodologies, various problems and considerations in conducting research, and basic research and statistical terminology.  

 

Course Objectives:

1.  The student will be able to define basic research and statistical terms.

 

2.  The student will recognize and make correct use of the various research designs.

 

3.  The student will be able to use the library and other sources to locate pertinent information.

 

4.  The student will be able to compute and interpret basic statistical concepts such as: mean, median, mode, standard deviation, variance, correlation, and standard error of measurement.

 

5.  The student will be able to determine various levels of statistical significance.

 

6.  The student will be able to construct appropriate null and research hypotheses and research questions.

 

7.  The student will be able to integrate research methodology for the purpose of conducting applied or action research.

 

8.  The student will be able to integrate problem formulation thinking skills, library techniques, hypothesis writing, sample selection techniques, research design strategies, data analysis procedures and methods for drawing data-based conclusions into a prospectus or proposal for a study.

 

Content Outline:

I.   The nature of scientific inquiry

A.  Scientific skepticism

B.  The nature of theory

1.  Relation to practice

2.  Predicting new knowledge

C.  Scientific method

II.  Inquiry approaches

A.  Basic versus applied research

1.  Theory development

2.  Evaluation research

3.  Research and development

4.  Action research

B.  Qualitative versus quantitative approaches

1.  Historical

2.  Ethnographic

3.  Case and field

4.  Descriptive

5.  Correlational

6.  Causal-comparative

7.  Experimental

C.  Technological tools

III. Research problems and procedures

A.  General considerations

B.  Sampling

1.  Types

a.  random

b.  stratified

c.  cluster

d.  systematic

2.  Sampling size

C.  Data collection instruments

1.  Reliability and validity

2.  Types

a.  Achievement

b.  Personality

c.  Aptitude

3.  Selecting an instrument

4.  Administering an instrument

IV.  Analysis of data

A.  Statistical terminology

1.  Descriptive

2.  Inferential

a.  parametric

b.  nonparametric

B.  Using a computer

C.  Interpretation of results

V.   Research reports

A.  Authoring

1.  Prospectus

2.  Ethical considerations

B.  Interpreting

1.  Drawing valid, data-based conclusions

2.  Applications of findings

 

Grading:

2-3 tests @ 100 points each

Research proposal - 200 points

 

In addition, weekly assignments may be worth additional points.

 

A = 90% of all possible points

B = 80% of all possible points

C = 70% of all possible points

D = less than 70% of all possible points

 

 

Class Absences:

Attendance is mandatory.  For emergency absences, please refer to the Student Services Link on the Arkansas Tech University Webpage.

 

Plagiarism and Other Academic Misconduct

_   Any student found to have committed academic misconduct including, but not limited to cheating, plagiarism, or other forms of academic dishonesty is subject to the disciplinary sanction outlined in Article IV in the Arkansas Tech Student Handbook, 1998-1999.

 

_   Plagiarism is defined as “to take and use ideas, passages, etc. from another’s work representing them as one’s own”. (1993 Randon House Webster’s Dictionary).

 

Incomplete Grade Contract

_   An “I” at the end of any semester may be assigned only under the following conditions:

_   A grade of incomplete is appropriate ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality. If a grade of “I” is assigned, the student and instructor, together, will complete and sign this contract.

_   The signed contract must be attached to the final grade sheet if a grade of “I” is assigned, and is only valid if both parties have signed.

If the remaining course requirements are not completed and final “C” grade reported by the end of the next regular semester (fall or spring) the grade will be automatically changed to a grade of “F” for grade and grade purposes.

 

THERE IS TO BE NO FOOD, DRINK, OR TOBACCO IN THE CLASSROOM WITH THE EXCEPTION OF BOTTLED WATER

 

 

Course Date Outline

 

January 16                       Introduction, Overview of Course, Overview of the Research Process, Chapter 1 - Types of Research, Qualitative versus Quantitative Approaches

 

January 23                       MEET IN PENDERGRAFT LIBRARY LOBBY AT 5:30

                                    Chapter 2 - Selecting and Identifying Problems for Research,

Reviewing Related Literature, A.P.A. Discussion - BRING YOUR                                      A.P.A. MANUAL 4TH ED.

 

January 30                       Hypotheses, Components of the Proposal, Chapter 3 - Ethics

 

February 6                       Chapter 4 - Selecting a Sample from a Population                               

February 13                     Chapter 5 - Selecting Measuring Instruments, Validity and

Reliability

 

February 20                     EXAM I, Chapter 6 - Qualitative Research & Historical Research

 

February 27                     Chapters 6 & 7 - Qualitative Research

 

March 6                          Chapter 8 - Descriptive Research, Title Page, Introduction, and Statement of Problem DUE

 

March 13                        Chapter 9 & 10 - Correlational Research and Causal-Comparative Research,

 

March 27                        Chapter 11 Experimental Research

 

April 3                                    EXAM II, Action Research Introduction,

Action Research: Three Approaches - ARTICLE 1

 

April 10                          Chapter 17, Why Conduct Action Research? - ARTICLE 2 , Perspectives from Teacher’s Classrooms - ARTICLE 3

Rough Draft of Prospectus (Proposal) DUE

 

April 17                          Chapters 12 and 13 - Descriptive Statistics

 

April 24                          Chapter 13 - Descriptive and Inferential Statistics,

 

May 1                            Chapter 13 - Inferential Statistics, Final Draft of Prospectus (Proposal) DUE

 

May 8                            FINAL EXAM